Micro Teaching Lesson

Date: Thursday October 21, 2021 Grade: 4th Concept: Looking Closely
Subject: Literacy Topic/Unit Name: Nonfiction Genre Study (Narrative
Nonfiction)
Essential Question: Essential Understandings: Objectives:
How does the study of fiction and Readers must make the connection between fiction and • Students will be able to identify characteristic of
nonfiction texts help individuals nonfiction texts and the real world to help construct a nonfiction narrative to a 100%.
construct their understanding of their understanding of reality and how text can affect • Students will be able connect the characteristics
reality? their understanding. of a nonfiction narrative to our supplemental text
to a 100%.
• Students will be able to identify a nonfiction
narrative text to a 100%
Standards:
• CCSS.ELA-LITERACY.RI.4.2- Determine the main idea of a text and explain how it is supported by key details; summarize the text.
• CCSS.ELA-LITERACY.RI.4.3- Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened
and why, based on specific information in the text.
• CCSS.ELA-LITERACY.RI.4.5- Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas,
concepts, or information in a text or part of a text.

Materials:
• Narrative Nonfiction Escape Room Cards
• Narrative Nonfiction Student Recording Papers
• Google Slide/ Pear Deck with Information
• KWL Jam Board
• Clipboards
• Pencils
• Narrative Nonfiction Flipchart
• Types of Nonfiction Texts Flipchart
• Smartboard
• Chromebooks
• “Giant Squid” by Candace Fleming
• Break the Code! Google Form
Preparation:
• The Nonfiction Escape room will take a little preparing. I already made all the cards, laminated them, and cut them out. The day of the lesson, I
will hang them up around the room so that the students are able to walk around the room and do it.
• I will need to submit the link to the Pear Deck into their Google Classroom shell.
• Make sure all the flipcharts are prepared.
 • Build the Google Form and the Jam Board.
• To prepare the best for this lesson, I need to make sure that all my students are prepared to use all the resources that they have available to them. I
need
Engagement:
1. Students will come back from recess. They will need to do the following things to show that they are ready to learn:
a. Get their Chromebooks and login to Google Classroom
b. Find a partner and sit EEKK (Elbow, Elbow, Knee, Knee) in the front of the room
c. They will need to shark their Chromebooks and set them in front of them. Once everyone’s computer is sharked, I will know that they are
ready to begin.
2. Students will open the Pear Deck link in Google Classroom, it will open the presentation for this lesson plan. They will need to enter how they are
feeling, and then set their computer in front of them again.
3. We are learning about different types of nonfiction books; students will be completing the first two columns of a KWL Chart. They will click on
the book which will take them to a Google Jam Board. Here they are going to work with their EEKK partner to do the following:
a. Two sticky notes under the “What we already know” column on the chart.
b. Two sticky notes under the “What we want to know” column on the chart.
c. Students will get 3 minutes to complete this task.
4. After every group has added their sticky notes on the Jam Board we will discuss and go over all the sticky notes. We will delete duplicates and
build a solid KW chart to look back on in future lessons.
Students will then need to completely shut their Chromebooks, take them back to their desk, and find a seat back in the front of the room.
Instructional Sequence:
1. After completing the KWL chart, putting their Chromebook away, and finding a seat back in the front of the room we will move into our read
aloud. We will be reading “Giant Squid” by Candace Fleming. As we are ready the students should be thinking about the following questions:
a. What type of nonfiction text is this?
b. What are some of the characteristics that you notice in this text?
2. Upon completion of reading the book, students will do a think, pair, share. They will have 1 minute to think about the answers to the above
questions, they will then stand up and walk around the room until the music stops, when the music stops, they will find a partner that they are
closest to and discuss their answers to the questions.
3. They will discuss these answers until I notice that discussion is coming to an end, or they are moving on to different topics. I will then use the class
sticks to draw a few different names. They will then share with the whole class what they discussed in their group.
4. Our flipcharts will be on the white board in the front of the room, we will gather back to discuss and fill them out. The first one we will do is a
huge comparison chart that we will continue to fill out on the different types of nonfiction books. It has a picture of the book we read, the type of
nonfiction it is, and then a couple characteristics on what makes it that type.
5. The next flipchart we will be filling out is a little more in depth on the different types of characteristics, structures, and features that we notice in
Narrative Nonfiction. I am looking for the specific characteristics for this flipchart listed below.
a. Narrative Nonfiction is written like a story (It contains a B-M-E)
b. The text has characters, a setting, and a plot.
c. Events that happen in the text happen in chronological order.
d. The purpose of a narrative nonfiction is to inform and entertain the readers.
 e. Nonfiction narratives have both text and illustrations
f. A narrative nonfiction includes real facts about a person, event, animal, or topic.
6. After we get the flipcharts filled out, I will be introducing the Narrative Nonfiction Escape Room. There are cards located around the room that
have different questions on it related to the Giant Squid and the characteristics of a narrative nonfiction. Students will need to take their recording
sheet around the room and answer the questions.
7. After they answer all the questions, they will need to break the code. The answers on the cards are letters, but the answers that they will submit into
the google form are shapes. The break the code legend will be up on the smart board. They need to find the coordinating shape to their letter. After
they found all the shapes, they will enter their answers into the google form. The link is in the presentation’s pear deck.
8. They will need to go back to their area and write two things on a sticky note that they learned about nonfiction narratives and add it to the smart
board. This will be their ticket to recess.

Accommodations/Modifications:
• First and foremost, I will take into consideration and make accommodations according to the students IEP’s and 504’s in the classroom. These
accommodations will be made accordingly.
• Response Accommodations- I will allow students to complete the assignment in a different way, if needed. They can do the escape room on paper
by just recording their answers on the student recording sheet.
• Setting Accommodations- If a child is needing to go to another environment for the lesson, I have small versions of the cards that they can take out
in the hallway, or into a different room, they are then able to do the same assignment with these accommodations.
• Time/Scheduling Accommodations- Students can stay a little longer into recess if they need to, or they can finish their assignment later if needed
to be. These accommodations will be made accordingly.

Assessment:
• Part of their assessment will be able to break the code and escape the room. This is a great way to see how they compare the different characteristic
pieces of a nonfiction narrative and relate them to a book that we have already read.
• The other part of their assessment will be providing two things that they learned on the under the “What I learned” area on our KWL Chart. The
KWL chart is a great resource for them to look back on when we are reviewing nonfiction narratives, or when they are stuck and need some
guidance. This is their exit ticket to be able to go out to recess.

Plan B:
• First things first, there are a lot of things that are technology dependent in this lesson. If for some reason technology isn’t working, instead of
spending time fixing it I will just move to my Plan B, so we don’t waist time. I will have a code sheet printed off so that they are able to do it if
things are not working. I will also have the answer form so I can just check their student recording sheets instead of having them put it into google
classroom. The Jam Board is easily transferable to real sticky notes on the white board if worse comes to worse.
• Everything else is prepared and should go as planned, if it doesn’t go as planned, we will just do a discussion on the nonfiction characteristics that
we found in the book.

Reflective Questions:
1. What went well during the lesson?
2. What didn’t go well?

3. What would you do differently when teaching the lesson again?